An Empirical Examination of the Ecological and Cognitive Active Commuting Framework

Autor/inn/en	Pang, Bo; Rundle-Thiele, Sharyn Robyn; Kubacki, Krzysztof
Titel	An Empirical Examination of the Ecological and Cognitive Active Commuting Framework
Quelle	In: Health Education, 117 (2017) 6, S.581-598 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-4283
DOI	10.1108/HE-12-2016-0066
Schlagwörter	Transportation; Physical Activities; Obesity; Health Behavior; School Location; Proximity; Student Behavior; Online Surveys; Student Surveys; Models; Structural Equation Models; Foreign Countries; Statistical Analysis; Social Behavior; Risk; Incidence; Guidelines; Barriers; Physical Environment; Parent Attitudes; Elementary School Students; Social Environment; Australia + Suchen Sie Ihr Suchwort? Verkehrswesen; Adipositas; Health behaviour; Gesundheitsverhalten; Schulgelände; Lebensnähe; Student behaviour; Schülerverhalten; Schülerbefragung; Analogiemodell; Ausland; Statistische Analyse; Social behaviour; Soziales Verhalten; Risiko; Vorkommen; Richtlinien; Natürliche Umwelt; Elternverhalten; Soziales Umfeld; Australien
Abstract	Purpose: Evidence indicates that active school travel (AST) including walking can effectively lower levels of obesity among school-age children. Yet Queensland has been identified as one of the most inactive states in Australia where only 5 per cent of Years 1 and 5 children engaged in AST on a daily basis. The purpose of this paper is to explain walking to school behaviour among Queensland children by investigating the explanatory potential of the ecological and cognitive active commuting (ECAC) model. Design/methodology/approach: An online survey of 537 carers in Queensland, Australia was conducted to collect data about demographics and the variables in the ECAC model. Structural equation modelling was used to analyse the ECAC model and the pathways between variables. Findings: The results indicate that the ECAC model explained 53.4 per cent of the variance in walking to school. Social norms are the dominating factor in the model. Distance to school affects how the ECAC model works by moderating the associations among walking to school behaviours, perceived risks, and social norms. Practical implications: Changing carers' social norms and lowering the perceived risks they associate with walking to school should increase the incidence of walking to school in Queensland. Originality/value: Although the ECAC model was proposed as a comprehensive framework to explain walking to school behaviour, to date, it has not been tested empirically. Informed by a modified ECAC framework this study aims to empirically explore the factors that may be preventing or facilitating Queensland children from walking to school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01